Debriefing incidents can be used as learning tools for staff and patients, to track staff and patient progress, and as a way to change the culture of psychiatric settings.
A 4-day Drama in Education In-service Education of Teachers (INSET) course, conducted at the University of Ostrava, Czech Republic, is evaluated in the context of indicators identified by various authors, but particularly in relation to the typology of INSET outcomes developed by Harland and Kinder. Data were collected by means of three, staged questionnaires and selective interviews conducted 18 months after the course ended. It is argued that the data reveal evidence that, in meeting six of Harland and Kinder's items, the course succeeded in creating the right conditions for the work undertaken to impact positively on the teachers' practice.
UrdimentoNarrativa, drama e estímulo composto 175 N° 17 | Setembro de 2011 Resumo Neste artigo o autor discute a criação de narrativas, na contemporaneidade e no contexto do ensino, a histórias pessoais, a meta-narrativas, à intertextualidade, à propriedade e autoria, aos jovens, ao Drama. Como estratégia para entrar no mundo da ficção, apresenta a teoria do estímulo composto e suas formas de uso. Experiências em escolas são descritas e problematizadas a fim de analisar a contribuição desta teoria para o drama, o teatro e a educação.Palavras-chave: drama, narrativas, estímulo composto.
AbstractHere the author discusses the creation of narratives in contemporaneity and from the perspective of school, personal histories, meta-narratives, inter-textuality, to the ideas of propriety, authorship, young people and Drama. He presents the 'theory of compound stimulus' as a strategy to get into the fictional world, and their forms of use. Schools' experiences are described and problematized to carry out an analysis of the contribution of this theory to drama, theatre and education.
There is some evidence that systems of care are associated with improved outcomes for the children and youths who participate; however, little research has been conducted on how these approaches affect student functioning in school. In this study, the authors explored the relationship between participation in the Dawn Project system of care and changes in school functioning over time. The authors gathered, analyzed, and compared teacher and caregiver perspectives of changes that occurred in students' school functioning after participating in the Dawn Project for 1 year. Although findings indicated differences in caregiver and teacher perceptions, both groups reported some improvements in school functioning, more so in the area of behavioral functioning than in academic performance. These results help illuminate the degree to which system-of-care involvement affects school functioning and how families and educators can be more fully involved in the collaborative processes inherent in these kinds of cross-system initiatives.
Analysis of multiple forms of data from a high-need K–8 charter school led to the hypothesis that increasing disciplinary disruptions and poor student academic achievement were the results of endemic student trauma. The principal, the lead school counselor, and an advisory council created a plan to explore and address behavioral and social/emotional issues, and wrote grants to sustain programming changes. The school achieved success in multiple areas, including: improving its comprehensive school counseling program using the ASCA National Model framework; benchmarking its practice with the ASCA School Counselor Professional Standards & Competencies; reducing noncounseling duties for school counselors and providing 80% direct and indirect services to students; reducing the school counselor-to-student ratio; restructuring student discipline policies through the implementation of school-wide trauma-informed care practices; and utilizing social/emotional learning and trauma-informed lessons in the classroom. This case study outlines how one school created multidisciplinary internal and community-based teams to support trauma-informed practices for students, teachers, staff, and families, while emphasizing school counselor–principal leadership to build social capital. The discussion includes a review of progress toward systemic change goals.
This article examines theatre's special function in rural communities that have weakened social coherence and cohesion. It considers theatre-making as a communal activity that crosses class and cultural boundaries, bringing people together in ways that mirror the interdependencies and
local focus of past rural living. The author considers the nature of community theatre, the changing nature of communities, the loss of shared story and the concept of theatre as communal work. Four diverse case studies of community theatre are presented.
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